Language Arts

Grade 2: Writing

Overall Expectations

•communicate ideas (thoughts, feelings, experiences) for specific purposes (e.g., write a paragraph describing a trip to the farm for classmates);

•organize ideas in a logical sequence (e.g., write stories that have a beginning, middle, and end);

•begin to write more elaborate sentences by using adjectives and adverbs;

•produce short pieces of writing using simple forms (e.g., narratives and poems based on familiar models);

•use some materials from other media (e.g., collage) to enhance their writing;

•revise and edit written work, focusing on specific features (e.g., sequence of ideas), with assistance from the teacher;

•use and spell correctly the vocabulary appropriate for this grade level;

•use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below). 

Specific Expectations

The skills and knowledge inherent in the expectations outlined below are essential for producing writing that communicates effectively. They should be developed, as much as possible, in the context of writing activities that are meaningful and creative and that allow students to develop the thinking skills that underlie clear and effective writing.

Grammar

•identify nouns as words that name people, places, and things;

•use connecting words to link simple sentences;

•use a variety of sentence types (e.g., questions, statements, exclamations);

•use adjectives appropriately for description;

•use the negative correctly (e.g., I will not do that/I cannot do that/He does not do that);

Punctuation 

•use question marks appropriately;

•use capital letters for proper nouns (e.g., holidays, place names, titles);

•use a comma correctly to separate items in a list, in dates, and in addresses;

Spelling

•correctly spell words identified by the teacher;

•use phonics to spell more difficult words (e.g., words of more than one syllable, words ending in ing);

•use es to form the plural of certain words (e.g., radishes);

•begin to use resources (e.g., personal dictionary, classroom-displayed vocabulary) to confirm spelling;

Word Use and Vocabulary Building

•use words from their oral vocabulary, personal word lists, and class lists compiled through brainstorming;

Visual Presentation 

•use titles to summarize content;

•use words and pictures to create a message;

•use underlining, colour, size of print for emphasis;

•print legibly;

•use margins and spacing appropriately.

Expectations: Copyright The Queen's Printer for Ontario, 1997.  With thanks to B.Phillips, 1998.

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